Childminder in Solihull

Inspection date

Previous inspection date 20 May 2015 12 September 2011

p.1

This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The quality of teaching is consistently good. The childminder makes good use of a well- balanced mix of child-initiated and adult-led activities. Children demonstrate high levels of engagement in what they do and that they are motivated to learn.  The childminder makes good use of her care practices to sensitively manage children's different needs and ensure they are well looked after. She also teaches children about the importance of being healthy and keeping themselves well, so when they are ready they can take care of themselves.  Children enjoy their time with the childminder as they confidently explore and choose what they want to play with. She is caring, positive and calm. She also works closely with parents to get to know both children and their families from the outset.  The childminder is well qualified. She identifies her own training needs and keeps her knowledge and skills up to date. This has a positive impact on the consistently good

p.1

This provision is good

quality of care and education that she provides.  Children are protected from harm and kept safe. The childminder regularly refreshes her safeguarding training. Therefore, she knows how to act promptly should she have any concerns about a child's welfare within her care.  Partnerships with parents, other providers and professionals are well established. The childminder ensures that information about children's learning and development is shared. Therefore, children benefit from continuity in their learning between the various settings they attend.

p.1

It is not yet outstanding because:

 The childminder sometimes misses opportunities to use questioning that deepens children's thinking skills and their ability to solve problems on their own.  The childminder does not always make the most of her well-resourced outdoor area, to further extend and enhance children's learning experiences.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 enhance the use of questioning, when interacting with children, that challenges children to think and solve problems for themselves  make the most of the well-resourced outdoor area to further extend and enhance children's learning experiences.

p.2

Inspection activities

 The inspector observed teaching practice and conducted a joint observation with the childminder.  The inspector viewed the areas used for childminding and held discussions with childminder throughout the inspection.  The inspector looked at the documents available, including children's learning records, risk assessments, policies and procedures.  The inspector checked evidence of the suitability and qualifications of the childminder, and discussed her methods for self-evaluation.  The inspector sought parents' views from written comments available and discussions held on the day.

p.2

who attend. This is good

Children make good progress towards the early learning goals. The childminder makes good use of her knowledge to plan and provide activities that are exciting and challenging. For example, she uses children's interest in animals to engage them in playing with the toy farm and reading animal related books. She promotes babies' communication and language skills by modelling single words and asking them to repeat the animal sounds as they play. The childminder uses the books to engage toddlers in singing songs that include numbers. She promotes their early mathematical skills in counting up to five. The childminder challenges pre-school children to deepen their understanding of the world around them. She asks them some questions and talks to them about what different farm animals are needed for. However, there are times when the childminder does not make the best use of questioning to promote children to think and solve problems on their own.

p.3

who attend. This is good

For example, as children play with the stacking cups to build a tower, they spend a long time persisting in trying different ways to get it to stand up. The childminder promptly shares her ideas on a solution to build their tower, rather than asking questions that encourage children to think and solve the problem on their own.

p.3

good

Children readily gain the social and emotional skills they need for moving on to school. The childminder prioritises promoting their independence. She teaches children to play well with others and actively promotes sharing and taking turns. She also helps them to think about the changes ahead by talking about the schools they will go to. The environment is stimulating and resourced well, both indoors and outside. However, the childminder does not always make good use of the well-resourced outdoor area. Therefore, children's learning experiences are not always fully extended and enhanced using the garden. The childminder ensures children develop good physical skills. She makes use of daily walks and weekly trips to the local park, to challenge children's skills in walking, running, climbing and balancing. She also helps them operate tools and equipment with control, such as using knives to butter their bread at lunchtime.

p.3

provision is good

The childminder fully understands her responsibility to meet the requirements of the Early Years Foundation Stage. The documentation that underpins children's safety and welfare, such as risk assessments, policies and procedures, is highly organised and well maintained. The childminder checks children's progress frequently, using her development tracking sheets. She clearly identifies in what areas children need additional support or challenge. She skilfully plans activities accordingly, to meet their specific needs. The childminder evaluates her setting and includes the views of those who use it in this process. She highlights areas for her own development within her practice and areas for development within the environment. She is clear about what she wants to do next and works towards continually raising the standards of her setting.

p.3

Setting details

Unique reference number EY357246 Local authority Solihull Inspection number 863502 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 7

p.4

Name of provider

Date of previous inspection 12 September 2011

p.4

Telephone number

The childminder was registered in 2007. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

p.4

Telephone number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

p.4

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

p.4

Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5